Motivation and Achievement During and After the COVID-19 Pandemic

Eleftheria N. Gonida is a Professor of Educational Psychology and Human Development at the Aristotle University of Thessaloniki, Greece. She has been a Fulbright visiting professor at the University of Michigan in Ann Arbor. Her research has focused on the development of student motivation, self-regulated learning, academic help seeking, and parental involvement in students’ education.Tim Urdan is a Professor of Psychology at Santa Clara University, USA. He has served as a co-editor in the Advances in Motivation and Achievement book series for over 15 years. His research has focused on student motivation, classroom processes, teacher identity, and student ethnic identity.

• Chapter 1. Global Crises and Distance Learning Through a Self-determination Theory Lens; Marko Lüftenegger, Martin Daumiller, and Stefan JankeChapter 2. Motivational Climate Theory as a Lens for Considering COVID-19 Pandemic Effects in Education; Kristy A. Robinson, Sanheeta Shankar, and Jennifer Henderlong Corpus Chapter 3. Understanding Learner Motivation During Shifts in Instructional, Social, Future-oriented, and Sociocultural Dynamics: What We Learned from the COVID-19 pandemic; Carlton J. Fong, Pedram Zarei, and Ali Bahojb Habibi Chapter 4. COVID-19 Disruptions and Students’ Educational Development: Harnessing the Academic Demands-Resources Framework to Reflect on Major Research Findings; Andrew J. Martin and Rebecca J. Collie Chapter 5. Cross-Lagged Associations between Motivation and Reading Skills in Finnish Primary School Children: COVID-19 as a Moderator; Marja-Kristiina Lerkkanen and Eija Pakarinen Chapter 6. The Importance of Emotion and Physiological Self-regulation in Motivating Learning Engagement Among Students with Poor Family Support after the COVID-19 Pandemic; Sara Scrimin and Benedetta Zagni Chapter 7. Vocational Students’ Self-Regulated Learning During the First Covid-19 Lockdown: The Complex Role of Needs-Supportive Teaching Practices and Student Self-Evaluation of Competence; Pascal Pansu, Fernando Núñez-Regueiro, Anne-Laure de Place, Thérèse Bouffard, Pascal Bressoux, Nathalie Mella, and Olivier Desrichard Chapter 8. From Disruption to Adaptation: Social Cognitive Insights into Teacher and Student Motivation in Higher Education During COVID-19; Ellen L. Usher, Daniela K. DiGiacomo, Jill M. Abney, and Trey Conatser Chapter 9. Navigating the New Normal: The Effects of the COVID-19 Pandemic on Educators; Andrew H. Perry, Eric M. Anderman, and You Joung Lee Chapter 10. “What Kept You Going?” How Australian and Swiss Primary School Teachers Talked about the Social Component of Motivation During the COVID-19 Pandemic; Tina Hascher, Susan Beltman, and Caroline Mansfield Chapter 11. Building Resilience and Mitigating Risk in New Teachers During the Pandemic: A Job Demand-Resources Perspective; Chunyan Yang and Ella Rho Chapter 12. Insights Into Cultivating Future Teachers’ Resilient, Need-Supportive Expertise During the Pandemic and Beyond; Anne-Elina Salo, Anu Kajamies, and Marja Vauras